‘McDonald’s Music’ Versus ‘Serious Music’: How Production and Consumption Practices Help to Reproduce Class Inequality in the Classical Music Profession

Bull, Anna; Scharff, Christina

doi:10.1177/1749975517711045

Cited by 18 publications

(25 citation statements)

References 42 publications

(58 reference statements)

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“…Racial disparities remain similarly entrenched (Carton & Rosette, 2011;Cortina, 2008), with the whitening of resumes enhancing employment prospects (Kang, DeCelles, Tilcsik & Jun, 2016) and identifiably "black" names resulting in significantly lower compensation (Mithani & Mooney Murphy, 2017). Further, class differences affect recruitment opportunities (Rivera & Tilcsik, 2016), promotion chances (Bull & Scharff, 2017;Kish-Gephardt & Campbell, 2015;Rivera, 2015), and levels of compensation (Cobb, 2016). This Special Issue is motivated by the realisation that organisational and institutional scholars have much to offer in our quest to unveil the causes and consequences of economic inequality.…”

Section: The Maintenance Of Inequalitymentioning

confidence: 99%

“…Organisations develop numerous practices that embody the unequal power relations prevalent in society, including marginalisation based on gender, race and class. Within organisations these are reflected in, among others, hiring practices (e.g., Brands & Fernandez-Mateo, 2016;Kang et al, 2016;Rivera, 2015), promotion decisions (e.g., Acker, 1990;Bull & Scharff, 2017;Joshi, 2014;Pager & Pedulla, 2015), assignments of organisational roles (e.g., Acker, 1990;Ding, Murray & Stuart, 2013) and decisions on how the organisation will be structured and governed. The ways in which these practices become institutionalised is revealed in a number of different studies that draw on a variety of theoretical lenses.…”

Section: The Institutionalisation Of Practices Promoting Inequalitymentioning

confidence: 99%

“…Brands & Fernandez-Mateo, 2016; Kang et al, 2016; Rivera, 2015), promotion decisions (e.g. Acker, 1990; Bull & Scharff, 2017; Joshi, 2014; Pager & Pedulla, 2015), assignments of organizational roles (e.g. Acker, 1990; Ding, Murray, & Stuart, 2013) and decisions on how the organization will be structured and governed.…”

Section: The Institutionalisation Of Practices Promoting Inequalitymentioning

confidence: 99%

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Inequality, Institutions and Organizations

Amis

Munir

Lawrence

et al. 2018

Organization Studies

101

105

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The organizations and institutions with which we interact in our everyday lives are heavily implicated in the rising levels of global inequality. We develop understanding of the ways in which a preference in social structures for the free market over other forms of economic organisation has made inequality almost inevitable. This has been accompanied by organisational practices such as hiring, promotion, and reward allocation, that maintain and enhance societal inequalities. The mutually constitutive relationship between organizations and institutions in the reproduction of inequality are exposed throughout.

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Section: The Maintenance Of Inequalitymentioning

confidence: 99%

Section: The Institutionalisation Of Practices Promoting Inequalitymentioning

confidence: 99%

Section: The Institutionalisation Of Practices Promoting Inequalitymentioning

confidence: 99%

See 1 more Smart Citation

Inequality, Institutions and Organizations

Amis

Munir

Lawrence

et al. 2018

Organization Studies

101

105

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“…The resultant forms of provision and opportunities for progression were shaped by an emphasis on more classical forms of music. Studies discussed by Bull and Scharff (2017) show that young people's engagement with classical music is not only shaped by provision but also there is a link between classical music education and middle-class culture. This middle-class culture of music education is also evident in higher education.…”

confidence: 99%

“…Participation in classical music activity is often associated to families being 'musical' rather than being middle class. Given the connection between classical music education and middle-class culture, it is not surprising to find the reproduction of inequality and how this is associated with classical music being seen as more valuable while other genres come to be marginalised (Bull and Scharff, 2017). Was it an accident, for example that pipe band music struggled to become established in schools in case study C?…”

confidence: 99%

Widening the gap? The challenges for equitable music education in Scotland

Wilson¹,

Hunter²,

Moscardini³

2020

Support for Learning

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Exposure to and potential to engage in music is now very different for children and young people from more middle-class and affluent backgrounds compared to those from working-class or poor households. Middle-class children and young people have access to opportunities to learn an instrument and engage in performance, predominantly for intrinsic reward and on occasion as the basis of a future career. Children and young people from more working class or poor backgrounds are more likely to be excluded from these opportunities and are less likely to take advantage of opportunities within the wider world of music industries. This research draws on in depth case studies of three local authorities in Scotland to reveal the ways in which local provision for music education is largely being reshaped by economic factors and restraints. Drawing on aspects of critical theory it discusses the ways in which economic-based decisions are interacting with the dominant social and cultural values to influence provision. It makes the argument that in an era of austerity the social and cultural values of the middle class are dominant and effectively increasing inequality in access to music. Children and young people from poor or working class households are increasingly excluded from opportunities to engage with formal music provision.

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